Teaching Africa in Canada: Afrocentric and Decolonial Pedagogy in Polarized Times.

This article focuses on the design and teaching of a graduate course on Africa at a Canadian university, employing Afrocentric and decolonial pedagogies to challenge persistent colonial stereotypes and Eurocentric narratives in media education. Afrocentricity centers African agency and perspectives, while decolonial theory critiques ongoing colonial influences in knowledge production, together fostering inclusive, justice-oriented teaching that amplifies marginalized voices. The course emphasizes reflexivity, critical media literacy, and ethical engagement with global power dynamics, aiming to equip students to critically analyze media representations and dismantle systemic biases. The author reflects on her positionality as a Black African woman and Treaty Land Inhabitant in Canada, highlighting the importance of creating dialogic, respectful learning environments that encourage vulnerability and collective inquiry in polarized times.